LADLANA asg2.pdf - LADLANA Learner no 47757809 Assignment...

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LADLANA Learner no: 47757809 Assignment 856 989
Question 1: 1.1) The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning instead of concentrating exclusively on grammatical perfection or phonetics. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language. Importanc e is given to learners’ personal experiences and situations, which are considered as an invaluable contribution to the content of the lessons. According to the communicative approach, in order for learning to take place, emphasis must be put on the importance of these variables: Communication: activities that involve real communication promote learning. Tasks: activities in which language is used to carry out meaningful tasks supports the learning process. Meaning: language that is meaningful and authentic to the learner boosts learning. Lessons are built round situations and authentic in the real world. Examples of this can be: job interviews, asking for information, conversation over a telephone. Dialogues are used that centre on communicative functions, such as socializing, giving directions, making telephone calls. The language used to communicate must be appropriate to the situation, the roles of the speakers, the setting and the register. The learner needs to differentiate between a formal and an informal style. In the classroom The use of language can be broken into 5 functional categories that can be more easily analysed: personal (feelings, etc.), interpersonal (social and working relationships), directive (influencing others), referential (reporting about things, events, people or language itself), and imaginative (creativity and artistic expression). Classroom activities guided by the communicative approach are characterised by trying to produce meaningful and real communication, at all levels. As a result there may be more emphasis on skills than systems, lessons are more learner-centred, and there may be use of authentic materials. Formats educators can use to evaluate their learners' competence include information gap and role-play activities for speaking, letters for writing, and note- taking and summarising, which combines listening and writing competencies. 1.2) The basic assumption of text-based approach to language teaching is that language is always used as a text in relation to a communicative setting. The aim of this approach is to encourage learners to produce and understand oral and written discourse in various natural or simulated communicative settings, in which they participate with a specific and explicit intention.
It is assumed that learners approach texts from different directions and with different expectations. Therefore, educators need to bear in mind that a text on the page may generate very different texts in the mind of learners.

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